Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

From common foundation programme to branch: recognising a status transition

M Bradby, K Soothill

    Nurse Education Today
    |October 1, 1993
    PubMed
    Summary
    This summary is machine-generated.

    Related Concept Videos

    You might also read

    Related Articles

    Articles linked to this work by shared authors, journal, and citation graph.

    Sort by
    Same author

    The universal, situational, and personal needs of cancer patients and their main carers.

    European journal of oncology nursing : the official journal of European Oncology Nursing Society·2003
    Same author

    Psychosocial needs in cancer patients related to religious belief.

    Palliative medicine·2003
    Same author

    Cancer and faith. Having faith--does it make a difference among patients and their informal carers?

    Scandinavian journal of caring sciences·2002
    Same author

    Informal carers of cancer patients: what are their unmet psychosocial needs?

    Health & social care in the community·2002
    Same author

    The psychosocial needs of cancer patients: findings from an observational study.

    European journal of cancer care·2002
    Same author

    The significant unmet needs of cancer patients: probing psychosocial concerns.

    Supportive care in cancer : official journal of the Multinational Association of Supportive Care in Cancer·2002
    Same journal

    Strategies to support first-year nursing students' transition to higher education: An integrative review.

    Nurse education today·2026
    Same journal

    Historical trauma-based education and nursing professional identity: A qualitative analysis of reflective essays.

    Nurse education today·2026
    Same journal

    The Resource Gadgets Pedagogical Framework: A conceptual model for lecturer-guided mobile learning in resource-constrained nursing education.

    Nurse education today·2026
    Same journal

    Academic overload, ChatGPT use, and resilience: Parallel mediating pathways to academic stress among nursing students.

    Nurse education today·2026
    Same journal

    Generative artificial intelligence literacy for learning and individual creativity: A cross-sectional study among nursing students.

    Nurse education today·2026
    Same journal

    Advancing antimicrobial stewardship through the One Health Stewardship Competency Model for Nursing.

    Nurse education today·2026
    See all related articles

    The transition from the Common Foundation Programme to nursing branch programmes presents challenges. Addressing these concerns is vital for student success in the Diploma in Nursing Studies.

    Area of Science:

    • Nursing Education
    • Healthcare Professional Training

    Background:

    • Project 2000 introduced a Common Foundation Programme (CFP) for nursing students.
    • The CFP is a significant transitional phase before specialization into branch programmes.

    Purpose of the Study:

    • To describe the transition from the CFP to branch programmes in the Diploma in Nursing Studies.
    • To identify areas of concern within this major status passage.

    Main Methods:

    • Qualitative analysis of student experiences.
    • Review of curriculum structure and support systems.

    Main Results:

    • The transition is a major status passage with both positive and challenging aspects.
    • Specific areas of concern were identified, requiring attention and potential intervention.

    Related Experiment Videos

    Conclusions:

    • While the transition offers opportunities, specific concerns must be addressed.
    • Recommendations for improving the transition process are implied to enhance student outcomes.